Pemberian Scaffolding Berdasarkan Kesalahan Berpikir Siswa Dalam Memecahkan Masalah Matematika
AbstractThis research was aimed to elaborate on the form of scaffolding given by learners on algebra problem-solving. The approach used is descriptive qualitative. The study conducted in a junior high school in Malang Regency with 25 students and only two students were selected as research subjects to be given scaffolding level 2. Data collection method begins by requiring learners to solve algebra and next identify the pattern of mistakes or mistakes. Learners who have wrong answers, used as research samples. The results prove the form of scaffolding given the subject. If the subject experiences an error in understanding the problem, the scaffolding is given asking the subject to re-read the problem properly and carefully and give direction questions. However, if the subject has difficulty in making the planning of the settlement, the scaffolding given is giving the subject the opportunity to rearrange the design of the right answer. If the subject experiences an error in carrying out the planning, the scaffolding given is asking the subject to pay attention to the mathematical concept and to be careful in operating algebra.
Ackermann, F., Eden, C., Cropper, S., & Cropper, S. (2004). Getting Started with Cognitive Mapping. In The 7th Young OR Conference (pp. 1–14). The University of Warwick.
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9
Creswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Approaches (3rd ed). United Kingdom: SAGE.
Hidayati, N. R. (2013). Proses Berpikir Siswa dalam Memecahkan Masalah Program Linier dengan Pemberian Scaffolding. Tesis Tidak Dipublikasikan. Universitas Negeri Malang.
Indahwati, P., Subanji, & Sisworo. (2013). Proses Berpikir Siswa Kelas VIII SMPN 2 Blitar Dalam Pemecahan Masalah Himpunan Dengan Pemberian Scaffolding. In Konferensi Nasional Pendidikan Matematika (KNPM) V (pp. 367–375). Malang: UM.
OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. Paris: OECD Publishing. https://doi.org/http://dx.doi.org/10.1787/9789264266490-en
Prayitno, A. (2015). Proses Berpikir Refraktif Mahasiswa dalam Menyelesaikan Masalah Matematika. Disertasi Tidak Dipublikasikan. Universitas Negeri Malang.
Prayitno, A., Subanji, & Muksar, M. (2016). Refractive Thinking with Dual Strategy in Solving Mathematics Problem. IOSR Journal of Research & Method in Education Ver. III, 6(3), 49–56. https://doi.org/10.9790/7388-0603034956
Prayitno, A., Nurjanah, E. F., & Khasanah, F. (2017). Characterization of Scaffolding Based on The Students’ Thinking Error In Solving Mathematic Problem. Jurnal Kependidikan, 1(1), 50–66.
Prayitno, A., & Suarniati, N. W. (2017). Construction Students ’ Thinking in Solving Mathematics Problem Using Cognitive Map. Global Journal of Pure and Applied Mathematics, 13(6), 2735–2747.
Quintana, C. et al. (2004). A Scaffolding Design Framework for Software to Support Science Inquiry. Journal of the Learning Sciences, 13(3), 337–386. https://doi.org/10.1207/s15327809jls1303_4
Slavin, R. E. (1997). Educational psychology: Theory and practice. New York: Allyn Bacon Inc.
Subanji, & Nusantara, T. (2013). Karakterisasi Kesalahan Berpikir Siswa Dalam Mengonstruksi Konsep Matematika. Jurnal Ilmu Pendidikan, 19(2), 208–217. https://doi.org/http://dx.doi.org/10.17977/jip.v19i2.4215
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher-Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6
Van der Stuyf, R. R. (2002). Scaffolding as a Teaching Strategy. Retrieved from workplacesafety.pbworks.com/f/Scaffold Learning.doc
Copyright (c) 2018 Anton Prayitno, Rosdiana Kaka, Abdul Hamid
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work